206
S. Albareda-Tiana et al.
The work set out in this paper on the design of a competency map on sustainability for education degrees presents certain limitations. The EDINSOST project
considers more objectives. However, drawing up a competency map on sustainability
for degrees in the field of education as a starting point is a key finding as an evaluation tool that allows us to speed up the process of incorporating the principles and
guidelines for SD in the university curriculum.
Characterising the domain level of the acquisition of competencies in sustainability is key to analyse the extent to which the strategies, procedures and methodologies
in general teaching and learning are appropriate for the contribution to sustainability
and SD in HE. In order to promote a sense of universal responsibility in citizens, as
recommended by the 2030 Agenda, the commitment of the educational system to
ESD is essential, and the degrees in education are key for this purpose.
The most relevant conclusion is that this study contributes to the debate on the
concept of competencies in sustainability in universities and in particular, in the
EHEA, since both sustainability and development of competencies are new concepts
and even more so in university teaching. The review of academic literature on competencies in sustainability and their compilation, performed in the present study, aim
to contribute to conceptual clarification.
Finally, this paper, which includes a compilation of competencies in sustainability
may serve as a reference for the evaluation of other researchers and teachers in the
field of sustainability.
References
AITSL (2016) Australian professional standards for teachers. Australian Institute for Teaching and
School Leadership (AITSL)
Albareda Tiana S, Alférez Villarreal A (2016) A collaborative programme in sustainability and
social responsibility. Int J Sustain High Educ 17(5):719–736
Albareda Tiana S, Fernández Morilla M, Mallarach Carrera J-M, Vidal Raméntol S (2017) Barreras para la sostenibilidad integral en la Universidad. Revista Iberoamericana de Educación
73(2017):253–272
Albareda-Tiana S, Vidal-Raméntol S, Fernández-Morilla M (2018) Implementing the sustainable
development goals at university level. Int J Sustain High Educ 19. https://doi.org/10.1108/IJSHE05-2017-0069
Aznar P, Ull MA (2009) La formación de competencias básicas para el desarrollo sostenible: el
papel de la Universidad. Revista de Educación, número extraordinario 2009:219–237
Barrón Ruiz A, Navarrete A, Ferrer-Balas D (2010) Sostenibilización curricular en las universidades
españolas ¿Ha llegado la hora de actuar?. Revista Eureka sobre Enseñanza y Divulgación de las
Ciencias 7:388–399
Barth M, Godemann J, Rieckmann M, Stoltenberg U (2007) Developing key competencies for
sustainable development in higher education. Int J Sustain High Educ 8(4):416–430
Brundiers K, Wiek A, Redman CL (2010) Real-world learning opportunities in sustainability: from
classroom into the real world. Int J Sustain High Educ 11(4):308–324
Calder W, Clugston RM (2003) International efforts to promote higher education for sustainable
development. Plann High Educ 31(3):30–44
S. Albareda-Tiana et al.
The work set out in this paper on the design of a competency map on sustainability for education degrees presents certain limitations. The EDINSOST project
considers more objectives. However, drawing up a competency map on sustainability
for degrees in the field of education as a starting point is a key finding as an evaluation tool that allows us to speed up the process of incorporating the principles and
guidelines for SD in the university curriculum.
Characterising the domain level of the acquisition of competencies in sustainability is key to analyse the extent to which the strategies, procedures and methodologies
in general teaching and learning are appropriate for the contribution to sustainability
and SD in HE. In order to promote a sense of universal responsibility in citizens, as
recommended by the 2030 Agenda, the commitment of the educational system to
ESD is essential, and the degrees in education are key for this purpose.
The most relevant conclusion is that this study contributes to the debate on the
concept of competencies in sustainability in universities and in particular, in the
EHEA, since both sustainability and development of competencies are new concepts
and even more so in university teaching. The review of academic literature on competencies in sustainability and their compilation, performed in the present study, aim
to contribute to conceptual clarification.
Finally, this paper, which includes a compilation of competencies in sustainability
may serve as a reference for the evaluation of other researchers and teachers in the
field of sustainability.
References
AITSL (2016) Australian professional standards for teachers. Australian Institute for Teaching and
School Leadership (AITSL)
Albareda Tiana S, Alférez Villarreal A (2016) A collaborative programme in sustainability and
social responsibility. Int J Sustain High Educ 17(5):719–736
Albareda Tiana S, Fernández Morilla M, Mallarach Carrera J-M, Vidal Raméntol S (2017) Barreras para la sostenibilidad integral en la Universidad. Revista Iberoamericana de Educación
73(2017):253–272
Albareda-Tiana S, Vidal-Raméntol S, Fernández-Morilla M (2018) Implementing the sustainable
development goals at university level. Int J Sustain High Educ 19. https://doi.org/10.1108/IJSHE05-2017-0069
Aznar P, Ull MA (2009) La formación de competencias básicas para el desarrollo sostenible: el
papel de la Universidad. Revista de Educación, número extraordinario 2009:219–237
Barrón Ruiz A, Navarrete A, Ferrer-Balas D (2010) Sostenibilización curricular en las universidades
españolas ¿Ha llegado la hora de actuar?. Revista Eureka sobre Enseñanza y Divulgación de las
Ciencias 7:388–399
Barth M, Godemann J, Rieckmann M, Stoltenberg U (2007) Developing key competencies for
sustainable development in higher education. Int J Sustain High Educ 8(4):416–430
Brundiers K, Wiek A, Redman CL (2010) Real-world learning opportunities in sustainability: from
classroom into the real world. Int J Sustain High Educ 11(4):308–324
Calder W, Clugston RM (2003) International efforts to promote higher education for sustainable
development. Plann High Educ 31(3):30–44